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Unit3ThisismysisterSectionATitleUnit3ThisismysisterTeachingaimsTargetlanguagesThisismysister.Thatismybrother.ThisisHarry'sbrothersThoseareAnne'sparentsIsthisHarry’scousin?Arethesehisbrothers?SkillsTalkaboutthefamilymembersIntroducethefamilymemberstoothersEmotions&culturesToknowtheusualwaytogettoknoweachother.Todevelopthestudent’sabilitytocommunicateandcooperatewithothers.LearningstrategiesUsingwhatyouknow,deducing,personalizingKeywordsFather,mother,parents,grandmother,grandfather,grandparents,aunt,uncle,cousinImportant&DifficultPointsToknowthedifferencesbetweenthisandthat,theseandthoseTograspthewayofintroducingfamilymembersTogettheinformationfromthethirdpersonTaskdesignationTask2Teacher-studentstakingphotosStudents’ActivitiesSentencepatternsCommunicationgoalIntroducethemselvesThisis…IntroduceyourselfandtheotherpeopleIntroducethemembersofanothergroupThatis…Pairwork:introducethemembersoftheirowngroupandsomeothergroupTheseare…Thoseare…membersStep2FamilyMembersA.Brainstorm.Listentoaclipofthetape.Givemethewordsandphrasesaccordingtothetape.Eg.Whoarethey?Whataretheydoing?B.Checktheanswerandlistentothetapeagain.Completethesimplefamilytree.Step3WeddingpartyTask2ActivitiesWordsandsentencepatternsCommunicationgoalGuessinggame:whatishappeningonAnneParents,grandparentsuncle,aunt,cousinIntroducethefamilymembertotheotherpeopleIntroducethefamilytreeThisisHarry’scousin.TheseareHarry’sparents.Groupwork:IntroducethefamilymemberstootherpeopleCompetition:CompetewithothergroupsStep4TalkingaboutphotosActivitiesSentencepatternsCommunicationgoalDrawthephotosIsthisHarry’smother?Yes,itis.Getinformationfromthethirdperson.Pairwork:Introducethephotostothepartners.Thisis…Thatis…Theseare…Thoseare…Groupwork:AsksomequestionsaboutthephotosAretheseHarry’sparents?No,theyaren’t.TheseareAnne’sparents.Step5SummaryListallthesentencepatternssothatallthestudentsknowthetargetlanguages.课后反思：学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。SectionBTaskThreeDrawtheirownfamilytreeTeachingaims1.Usethelanguageinthetruelife.2.Learntowritethelanguagestructures.ImportanddifficultpointsHowtouselanguageintheirlifeTeachingmethodsListeningandspeaking;discussingandguessingTeachingapparatusesTaperecorder,pictures,cards,somepicturesandphotos.TeachingProcessionDesignsfortheclassTeacher’sactivitiesStudents’activitiesRevisionIsthisyourfather?Isthatyourmother?Yes,itis.No,itisn’t.LeadingAretheyyourparents?Yes,theyare.PresentationAskstudentstopresenttheirfamilytreeAddthewordsintheboxtothefamilytree.Playthetape.Askstudentstoreadtheletterin3aandthenhelpthemtowritealettertoEmmaPairworkDrawapictureoftheirfamilyandfriendsTellyourpartnerPresenttheirfamilytreeinthegroup,andthenintheclassUsethelanguage:Thisismyfather.Hisnameis…Thisismymother.Hernameis…FinishEx1.Addthewordsintheboxtothefamilytree.Askstudentstolistenagain,andchoosewhichpicturesareDaceandLinHaiaboutyourpictureAskthemtoshowtheirlettersandcorrecttheirmistakes.HelpSsfinish3b.talkingabout?Readtheletter.DrawapictureofEmma’sfamily.AndthenwritealettertoEmmaReadtheirlettertotheclass.DrawapictureoftheirfamilyandfriendsTelltheirpartnerabouttheirpictureTakeouttheirfamilyphoto.Writeanintroductionaboutthepeopleonthebackofthephoto.HomeworkMaketheirphotoAlbumwithsomesimpleintroduction.教学反思：整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。